Learning at the nanoscale: research questions that the rapidly evolving interdisciplinarity of science poses for the learning sciences
Abstract
Recent interdisciplinary discoveries in the sciences and engineering at the nanoscale, specifically in our ability to manipulate, molecules at atomic scales, suggests a need for the education community to reconsider the ways in which disciplinary-based sciences and mathematics are being taught in schools, as well as how the public might engage with nanoscale phenomena. This session will discuss key learning questions and their importance in helping to advance both conceptual reasoning from the macro, micro, nano, and atomic levels, as well as their implications for curricular restructuring, public programming, and teacher professional development. The timeliness and broader importance of this research derives in part from two NSF-sponsored workshops on nanoscale education held in 2005, the National Nanotechnology Initiative, and two multi-institutional NSF awards: a National Center for Learning and Teaching and the Nanoscale Informal Science Education Network. This session will discuss research implications for the learning sciences and education community.
References
[1]
American Association for the Advancement of Science. (2001). Atlas of science literacy. New York: Oxford University Press.
[2]
American Association for the Advancement of Science. (1989). Science for all Americans. Washington, DC, American Association for the Advancement of Science.
[3]
Ardac, D. & Akaygun, S. (2004). Effectiveness of Multimedia-Based institution that emphasizes molecular representations on students: Understanding of chemical change. Journal of Research in Science Teaching 41, 317--337
[4]
Bainbridge, W. S. (2002). Public attitudes toward nanotechnology. Journal of Nanoparticle Research, 4, 561--570.
[5]
Cobb, M. D., & Macoubrie, J. (2004). Public perceptions about nanotechnology: Risks, benefits and trust. Journal of Nanoparticle Research, 6, 395--405.
[6]
DeWos, W. & Verdonk, A. H. (1996). The particulate nature of matter in science education and in science. Journal of Research on Science Teaching. 33, 657--664
[7]
Flagg, B. (in press). Nanotechnology and the Public. Informal Learning Review for 2006 issue.
[8]
Johnstone, A. H. (1993) The development of chemistry teaching: a changing response to a changing demand. Journal of Chemical Education. 70, 701--705
[9]
Harrison, A. J, & Treagust, D. F. (1996). Secondary students' models of atoms and molecules: implications for teaching chemistry. Science education. 80, 509--534
[10]
Holland, J. (1998). Emergence: From Chaos to Order, Addison-Wesley.
[11]
Jones, D. G. C. (1991). Teaching modern physics - Misconceptions of the photon that can damage understanding, Physics Education, 26 (2) 92--98.
[12]
Jones, M. G, Bokinsky, A., Andre, T., Kubasko1, D., Negish, A., Taylor, R., & Superfine, R., (2002) NanoManipulator Applications in Education: The Impact of Haptic Experiences on Students' Attitudes and Concepts. Proceedings of the IEEE Computer Science Haptics 2002 Symposium, pp. 295--298. Orlando, Florida: IEEE Computer Society.
[13]
Kaput, J., Bar-Yam, Y., Jacobson, M., Jakobsson, E., Lemke, J., Wilensky, U. et al. (1999). Planning documents for a National Initiative on Complex Systems in K-16 Education. Retrieved August 2005, from http://necsi.org/events/cxedk16/cxedk16.html
[14]
Korn, R. & Associates (1999). A front-end evaluation of Materials MicroWorld. Prepared for the Materials Research Society.
[15]
Korn, R. & Associates (2004). Strange Matter Summative Evaluation. Prepared for the Materials Research Society.
[16]
Lederman, L. (2001) Revolution in Science Education: Put Physics First! Physics Today, September issue.
[17]
Lee, C., Scheufele, D., & Lewenstein, B. (in press) Public attitudes toward emerging technologies: Examining the interactive effects of cognitions and affect on public attitudes toward nanotechnology. Science Communication.
[18]
Macoubrie, J. (2005). Informed public perceptions of nanotechnology and trust in government. Project on emerging technologies at the Woodrow Wilson International Center for Scholars. Retrieved from http://www.wilsoncenter.org/index.cfm?fuseaction=events.event_summary&event_id=143410
[19]
NISE Network, The Nanoscale Informal Science Education Network. http://www.nisenet.org
[20]
NNI, National Nanotechnology Initiative, http://nano.gov. See also http://www.nano.gov/html/edu/home_edu.html
[21]
NNIN, National Nanotechnology Initiative Network, http://www.nnin.org/
[22]
Pallant, A., & Tinker, R. (2004). Reasoning with atomic-scale molecular dynamic models. Journal of Science Education and Technology: 13 (1), 51--66.
[23]
Roco, M. C. (2003). Converging science and technology at the nanoscale: opportunities for education and training. Nature Biotechnology, 21 (10) 1247.
[24]
Roco, M. C., (2004). Nanoscale Science and Engineering: Unifying and Transforming Tools. American Institute of Chemical Enguneers Journal, 50 (5) 890.
[25]
Roco, M. C. & Bainbridge, W. S. (eds.) (2002). Converging Technologies for Improving Human Performance: Nanotechnology, Biotechnology, Information Technology and Cognitive Science. Retrieved from http://www.wtec.org/ConvergingTechnologies
[26]
Sabelli, N., Schank, P., Rosenquist, A., Stanford, T., Patton, C., Cormia, R., & Hurst, K. (2005). Report of the Workshop on Science and Technology Education at the Nanoscale. Menlo Park, CA: SRI International. Retrieved from http://nanosense.org/documents/reports/NanoWorkshopReportDraft.pdf
[27]
Sabelli, N. (in press). Complexity, Technology, Science and Education, International Journal of the Learning Sciences.
[28]
Serrell and Associates. (2001). Marvelous Molecules: The Secret Life. Summative Evaluation. Retrieved from www.informalscience.org/tools/summative.html
[29]
Stafford, C. L., Molinaro, M., & Nanozone Leader Team. (2005) Lessons learned from Nanozone. Retrieved from nanozone.org/museum.htm
[30]
Scheufele, D. A., & Lewenstein, B. (forthcoming). The public and nanotechnology: How citizens make sense of emerging technologies. Journal of Nanoparticle Research.
[31]
Schummer, J. (2005). Reading nano: The public interest in nanotechnology as reflected in purchase patterns of books. Public Understanding of Science, 14 (2), 163--183.
[32]
Tinker, R. (2005a). Molecular Dynamics in Education. Berkeley, CA: The University of California, Berkeley.
[33]
Tinker, R. (2005b). Nano-engineering with the Molecular Workbench. Berkeley, CA: The University of California, Berkeley.
[34]
Waldrop, M (1992). Complexity: The Emerging Science at the Edge of Chaos and Order, Touchstone Press
[35]
Waldron, A., Spencer, D., & Batt, C. (forthcoming). Too Small to See: The Current State of Public Understanding of Nanotechnology. Nanobiotechnology Center. Cornell University
[36]
Xie, Q., & Tinker, R. (in press). Molecular dynamics simulation of chemical reactions for use in education. Journal of Chemical Education.
Recommendations
Learning outside of the classroom: the Northeastern University research co-op fellowship program
WCAE '00: Proceedings of the 2000 workshop on Computer architecture educationNortheastern University has developed an educational philosophy that recognizes that the total educational experience extends well beyond the four walls of the classroom. Cooperative education is a model that educates students both within the academic ...
Service learning in computing: creating computer science pipeline by attracting and engaging high school students
Service learning can be defined as a partnership to meet both the learning goals of the students and needs of a community. Various studies [5][6][7] have reported positive impact of service learning on student attitudes associated with success and ...
Learning with Leadership: Perspectives from a Statewide Research-Practice Partnership Focused on Equity-Oriented Computing Professional Development for K-12 Administrators
SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science EducationWhile the Computer Science for All (CS for All) movement has led to valuable advancements in equity-oriented curricula and teacher professional development, critical questions remain about how to build the capacity of school and district leadership to ...
Comments
Information & Contributors
Information
Published In
Publisher
International Society of the Learning Sciences
Publication History
Published: 27 June 2006
Qualifiers
- Article
Acceptance Rates
ICLS '06 Paper Acceptance Rate 142 of 142 submissions, 100%;
Overall Acceptance Rate 307 of 307 submissions, 100%
Contributors
Other Metrics
Bibliometrics & Citations
Bibliometrics
Article Metrics
- 0Total Citations
- 365Total Downloads
- Downloads (Last 12 months)0
- Downloads (Last 6 weeks)0
Reflects downloads up to 13 Sep 2024
Other Metrics
Citations
View Options
Get Access
Login options
Check if you have access through your login credentials or your institution to get full access on this article.
Sign in